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Chapter One

Chapter One. Special Education in Context: People, Concepts, and Perspectives. Key Ideas. Classrooms are made up of diverse learners Person first language is essential Attitudes are powerful Exceptionality is always relative to the social or cultural context in which it occurs

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Chapter One

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  1. Chapter One Special Education in Context: People, Concepts, and Perspectives

  2. Key Ideas • Classrooms are made up of diverse learners • Person first language is essential • Attitudes are powerful • Exceptionality is always relative to the social or cultural context in which it occurs • Exceptionality is determined when compared against a set of norms

  3. Definitions and Terminology Disability • Limitations imposed on an individual (physical, cognitive, sensory, emotional, learning difficulties, etc.) Handicap • Impact of the disability (social marginalization, discrimination due to perceptions, etc.)

  4. Classroom Suggestions • Focus on the person rather than the disability • Avoid “super achiever” and other stereotypes • Avoid terms of pity such as “afflicted with” or “suffers from” and generic labels like “the disabled” • Use people first language such as “boy with intellectual disabilities” View this video about using the “R Word” to describe people with disabilities

  5. More Classroom Suggestions • Use language that affirms ability such as “uses a wheelchair” rather than “wheelchair bound” • Use correct terminology rather than euphemisms • Don’t confuse disease with disability • Portray people with disabilities as active participants in life and in society

  6. Important Terms • Developmental Delay • At-Risk • Special Education • Related Services • Incidence • Prevalence

  7. Thirteen Categories of Disability • Autism • Deaf-blindness • Developmental delay • Emotional disturbance • Hearing impairments • Mental retardation • Multiple disabilities • Orthopedic impairments • Other health impairments • Specific learning disabilities • Speech or language impairments • Traumatic brain injury • Visual impairments including blindness

  8. Pioneering Contributors to the Development of Special Education Jacob Rodrigues Pereine (1715-1780) Phillippe Pinel (1745-1826) Jean Marc-Gaspard Itard (1775-1838) Edouard Seguin (1812–1880) Thomas Gallaudet (1787-1851) Dorothea Lynde Dix (1802-1887) Louis Braille (1809-1852) Alexander Graham Bell (1847-1922) Alfred Binet (1857-1911) Maria Montessori (1870-1952)

  9. American History Institutions and Asylums • Social perceptions and beliefs of the time period Special Education Classes in Public Schools • Began to develop in 1860s • Began as separate facilities then self-contained classrooms • Changing social beliefs about people with disabilities • Legislation and litigation • Inclusion

  10. Examples of Related Services • Physical therapy • Audiology • Transportation • Speech and language • Psychology • Recreational therapy • Orientation and mobility • Interpreting services • Occupational therapy • Nutrition • Medical • Social work • Vocational education • Rehabilitation counseling • Parent counseling • School nurse services Watch a speech therapist work with a child with autism: Speech Therapy Session

  11. Successful Partnerships • Family participation • Individualized education programs (IEP) • Collaboration • Consultative services

  12. Service Delivery Teams Multidisciplinary teams • Mandated by PL 94-142 and IDEA (2004). Multidisciplinary teams are typically formed of professionals across various disciplines that independently conduct their own evaluations. This type of team is not as collaborative as other types of teams. Interdisciplinary teams • Evolved from the fragmented approach of multidisciplinary teams. Team members conduct their evaluations separately collaborate. Families may meet with the entire team or with a representative. Transdisciplinary teams • Professionals conduct their evaluations and additionally teach their skills to the other team members. A team leader, often an educator, is chosen to serve as the primary interventionist. The transdisciplinary model provides a more coordinated and unified approach.

  13. Cooperative Teaching • One teach, One observe • One teach, One support • Station teaching • Parallel teaching • Alternative teaching • Team teaching View the accompanying video for an example of effective co-teaching: Station Teaching

  14. Universal Design for Learning Universal Design for Learning (UDL) can be simply stated as “the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their ability to see, hear, speak, move, read, write, understand English, attend, organize, and remember.” (Orkwis & McLane, 1998, p. 9)

  15. Exceptionality Across the Life Span Infants, Toddlers, and Preschoolers With Special Needs • Individualized Family Service Plan (IFSP) • Early Intervention (EI) (birth to age 2) • Early childhood special education (age 3-5) Adolescents and Young Adults With Disabilities • Transition • Transition services • Individualized Transition Plan (ITP) • Transition challenges and concerns

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